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<font face="Verdana" size="4">Hi Everyone,</font> </p>
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<font face="Verdana" size="4">Here is a draft of the CBW preconference workshop. This is based on our emerging conversation on-line, so it looks very different than what we originally talked about at the EB meeting, but it looks very much like the outline I circulated last week. Great thanks to Hannah for her lovely languaging and framing of the workshop.</font> </p>
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<font face="Verdana" size="4">Do you have minor edits to add?</font> </p>
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<font face="Verdana" size="4">And, we will be doing an open call for the poster session.</font> </p>
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<font face="Verdana" size="4">Is there anyone who would like to appear on the program as a facilitator for the poster session or for the business meeting? Or, are there others you think we should include? Because of our structure in combining the ALP session with the CBW session and inviting Bruce, we have fewer "open" slots than usual.</font> </p>
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<font face="Verdana" size="4">What do you think?</font> </p>
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<font face="Verdana" size="4">Liz</font> </p>
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<font face="Verdana" size="4">_____________________________</font> </p>
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<font face="Verdana" size="4">Gathered at the Gate: Basic Writing in Evidence</font> </p>
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<font face="Verdana" size="4">A swift rhetorical analysis of the Call for Proposals for CCCC 2012 reveals this: it is replete with the language of basic writing but sidesteps direct reference to it. Neither the word “basic” nor “developmental” appears in the body CFP, yet the tropes emerging from the narratives of and theory on basic writing reverberate everywhere in it. For example, when we read “…our field is fundamentally about the transitions that literacy brings to individual lives and collective destinies” (Anson 2011), we cannot help but think about Mike Rose’s Lives on the Boundary. And “…a successful passage can also mean loss: leaving behind one’s culture or language, taking on questionable new roles, or joining exclusionary communities of practice” brings to mind immediately the dialogue between Rodriguez’s The Hunger of Memory and Villanueva’s Bootstraps, while “…checkpoints—thresholds that promise a welcome transformation, new state of being, or a journey onward, and borders that can block, reject, and turn away” echoes Bartholomae’s “Inventing the University.”  And of course, “How does our field monitor gateways created by others?” raises Shaughnessy’s Errors and Expectations to the foreground.</font> </p>
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<font face="Verdana" size="4">Yet the most recent of those texts was published in 1993—what of basic writing almost two decades later? Perhaps the questions raised by these seminal texts have been fully integrated into discipline writ large and no longer require the “pull-out” or “remediation” of separate, specialized attention? Yet basic skills continues to dominate the cultural and social landscape as a central concern. Public policies focused on everything from financial aid to credit accumulation have become part of a very public discussion about basic skills in general. And, increasingly, foundations like Lumina and Gates have begun to consider the issue of basic skills in higher education. Despite this, those who teach, research, and study basic skills continue to be pushed to the sidelines of discussions about higher education.</font> </p>
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<font face="Verdana" size="4">This workshop will follow up on the Sense of the House motion passed at CCCC 2011 which stated, “Be it resolved that Basic Writing is a vital field and its students and teacher scholars a productive force within composition; is under attack by exclusionary public policies; and therefore must be recognized publicly and supported by CCCC as a conference cluster and with featured sessions.”  It will do so by highlighting both the exclusionary forces at work as well as productive responses on local campuses demonstrated through evidence-based practices. This workshop will also provide critical support for basic writing educators by creating networking opportunities to work with faculty from across the United States in a focused, sustained way.</font> </p>
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<font face="Verdana" size="4">WORKSHOP OUTLINE</font> </p>
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<font face="Verdana" size="4">1. 9-9:20 Welcome/Opening Remarks (Hannah Ashley, Westchester University)</font> </p>
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<font face="Verdana" size="4">2. 9:20-9:40 CBW’s New Mission as a Response to Exclusionary Public Policies (J. Elizabeth Clark, LaGuardia Community College, CUNY)</font> </p>
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<font face="Verdana" size="4">3. 9:45-10:30 Bruce Horner, Relocating Basic Writing</font> </p>
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<font face="Verdana" size="4">This featured presentation will frame the continuing value of basic writing as part of a long tradition in composition studies challenging dominant beliefs about literacy and language abilities, and link basic writing to contemporary concerns about "translingual" approaches to language--with illustrations from scholarship on "error."</font> </p>
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<font face="Verdana" size="4">4. 10:45-12 Basic Writing in Evidence: This featured presentation slot will bring together basic writing educators from around the United States. The participants will be selected by an open call/poster session where local models for success are featured, including but not limited to: preparing and supporting basic writing faculty, technology in the basic writing classroom, new models for basic writing instruction, innovative programs, responding to local challenges and meeting challenges and attacks on basic writing programs.</font> </p>
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<font face="Verdana" size="4">LUNCH BREAK</font> </p>
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<font face="Verdana" size="4">5. 1-3 The Accelerated Learning Program as an Evidence-Based Success Model</font> </p>
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<font face="Verdana" size="4">The Accelerated Learning Program is an innovative strategy for increasing student success in developmental education. The Accelerated Learning Program targets students who place into upper-level developmental writing courses and features a “mainstreaming” approach by which students bypass remedial English, enrolling directly in freshman English along with a supplemental support section. The program has doubled the success rate for students placed in developmental writing at Community College of Baltimore County. This presentation will focus on CCBC's model and the ways that other colleges are using the model on their campuses. </font> </p>
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<font face="Verdana" size="4">Peter Adams, Community College of Baltimore County</font> </p>
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<font face="Verdana" size="4">Heidi Johnsen, LaGuardia Community College</font> </p>
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<font face="Verdana" size="4">Michelle Zollars, Patrick Henry Community College</font> </p>
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<font face="Verdana" size="4">Jan Allen, Community College of Baltimore County</font> </p>
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<font face="Verdana" size="4">Nejla Camponeschi, Community College of Baltimore County</font> </p>
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<font face="Verdana" size="4">6. 3:15-4 Smaller working group session</font> </p>
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<font face="Verdana" size="4">Local contexts: This last segment of the day will focus on small group networking, helping basic writing educators to make connections across local contexts. By the end of the session, based on the work of the day and people's interests, we will connect people with similar interests to begin to create a larger structure of support for basic writing instructors outside of the annual CBW Workshop at CCCC.</font> </p>
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<font face="Verdana" size="4">7. 4:00-5:00 Business Meeting (Hannah Ashley, Westchester University)</font> </p>
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<font face="Verdana" size="4">For the final part of the day, we will consider the CBW mission statement and the newly written charter. We will also consider new business.</font> </p>
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<font face="Verdana" size="4">J. Elizabeth Clark, Ph.D.</font> </p>
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<font face="Verdana" size="4">Professor of English </font> </p>
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<font face="Verdana" size="4">LaGuardia Community College--CUNY</font> </p>
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<font face="Verdana" size="4">e-mail: lclark@lagcc.cuny.edu</font> </p>
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<font face="Verdana" size="4">Phone: 718.482.5665 </font> </p>
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<i><u><a href="http://www.jelizabethclark.com"><font size="4" color="#0000ff" face="Verdana">www.jelizabethclark.com</font></a></u></i><font face="Verdana" size="4"></font> </p>
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<font face="Verdana" size="4"><font face="Verdana" STYLE="font-size: 14pt"><br>J. Elizabeth Clark, Ph.D.<BR>Professor of English <BR>LaGuardia Community College--CUNY<BR>e-mail: lclark@lagcc.cuny.edu<BR>Phone: 718.482.5665 <BR><a href="http://www.jelizabethclark.com">www.jelizabethclark.com</a><BR><br><br></font>>>> "Ashley, Hannah" 05/02/11 3:47 PM >>></font> </p>
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<font face="Verdana" size="4">Bruce, Peter, Liz:</font> </p>
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<font face="Verdana" size="4">So, what I am seeing that we need for our proposal, before we send out to the CBW Exec Board:</font> </p>
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<font face="Verdana" size="4">1. Bruce-we need a title from you, and a confirmation that the description we put in (it was your off-the-cuff notes, verbatim) is what you want there.</font> </p>
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<font face="Verdana" size="4">2. Peter-we need a short description from you (the description of what you plan to do looks great-could we just get a paragraph summarizing that?)</font> </p>
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<font face="Verdana" size="4">3. Liz-you need a title on the opening talk.</font> </p>
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<font face="Verdana" size="4">I think that's it. Could everyone send to Liz, who has the working document, those items by tomorrow or Wednesday at the latest?</font> </p>
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<font face="Verdana" size="4">Thanks so much-</font> </p>
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<font face="Verdana" size="4">Hannah</font> </p>
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<font face="Verdana" size="4">Hannah Ashley, Ph.D.</font> </p>
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<font face="Verdana" size="4">Director, Writing Zones 12.5 (www.writingzones.net)</font> </p>
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<font face="Verdana" size="4">Service Learning Faculty Associate, WCU</font> </p>
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<font face="Verdana" size="4">Associate Professor of Composition and Rhetoric</font> </p>
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<font face="Verdana" size="4">Main Hall 543</font> </p>
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<font face="Verdana" size="4">Department of English, West Chester University</font> </p>
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<font face="Verdana" size="4">Spring 2001 Office Hours: M, 2-4, W 2-3, F 11-12</font> </p>
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<font face="Verdana" size="4">I was part of a generation of kids who saw something special about what it means to be human--something bloody and dramatic and scandalous that happened right here in America--and hip-hop was our way of reporting that story, telling it to ourselves and to the world...the story of the hustler was the story hip-hop was born to tell...hustling is the ultimate metaphor for the basic human struggles: the struggle to survive and resist...to win and make sense of it all. --from Jay-Z, Decoded (2010)</font> </p>
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<font face="Verdana" size="4">From: Adams, Peter D. [mailto:padams2@ccbcmd.edu]</font> </p>
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<font face="Verdana" size="4">Sent: Monday, May 02, 2011 8:04 AM</font> </p>
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<font face="Verdana" size="4">To: J. Elizabeth Clark; b.horner@louisville.edu; Ashley, Hannah</font> </p>
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<font face="Verdana" size="4">Subject: RE: cbw 2012</font> </p>
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<font face="Verdana" size="4">Congratulations, Liz and Hannah, for pulling together what promises to be another blockbuster workshop.</font> </p>
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<font face="Verdana" size="4">The title you've give us looks fine to me, except I think I would stick in a "the" at the beginning.</font> </p>
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<font face="Verdana" size="4">I think I remember that last year CCCC limited the number of names you could turn in as associated with the workshop. If that is the case, you can leave my name off, but please do include the names of the four panelists, if possible.</font> </p>
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<font face="Verdana" size="4">Peter</font> </p>
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<font face="Verdana" size="4">Peter Adams | Director of Accelerated Learning Program</font> </p>
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<font face="Verdana" size="4">Department of English</font> </p>
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<font face="Verdana" size="4">Essex Campus</font> </p>
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<font face="Verdana" size="4">Community College of Baltimore County</font> </p>
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<font face="Verdana" size="4">7201 Rossville Blvd</font> </p>
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<font face="Verdana" size="4">Baltimore, MD 21237</font> </p>
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<font face="Verdana" size="4">443*710*1852 | padams2@ccbcmd.edu</font> </p>
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<font face="Verdana" size="4">-----Original Message-----</font> </p>
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<font face="Verdana" size="4">From: J. Elizabeth Clark [mailto:lclark@lagcc.cuny.edu]</font> </p>
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<font face="Verdana" size="4">Sent: Mon 5/2/2011 5:43 AM</font> </p>
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<font face="Verdana" size="4">To: Adams, Peter D.; b.horner@louisville.edu; HAshley@wcupa.edu</font> </p>
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<font face="Verdana" size="4">Cc: J. Elizabeth Clark</font> </p>
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<font face="Verdana" size="4">Subject: Re: cbw 2012</font> </p>
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<font face="Verdana" size="4">Hi Bruce, Hannah, and Peter,</font> </p>
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<font face="Verdana" size="4">Please find below Hannah's and my outline for the CBW workshop at CCCC.</font> </p>
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<font face="Verdana" size="4">See what you think. We are very amenable to</font> </p>
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<font face="Verdana" size="4">any changes you might suggest.</font> </p>
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<font face="Verdana" size="4">Bruce and Peter, might we have titles for your presentations?</font> </p>
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<font face="Verdana" size="4">I know that everyone is very busy, but if you have a chance to respond</font> </p>
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<font face="Verdana" size="4">to this by Wednesday, I'd love to send it to the</font> </p>
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<font face="Verdana" size="4">Executive Board for their response before we submit it on Friday.</font> </p>
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<font face="Verdana" size="4">Many, many thanks for speaking at the workshop. I think this is going to</font> </p>
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<font face="Verdana" size="4">be a really exciting program!</font> </p>
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<font face="Verdana" size="4">Liz</font> </p>
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<font face="Verdana" size="4">________________________________________</font> </p>
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<font face="Verdana" size="4">Gathered at the Gate: Basic Writing in Evidence</font> </p>
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<font face="Verdana" size="4">A swift rhetorical analysis of the Call for Proposals for CCCC 2012</font> </p>
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<font face="Verdana" size="4">reveals this: it is replete with the language of basic writing but</font> </p>
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<font face="Verdana" size="4">sidesteps direct reference to it. Neither the word *basic* nor</font> </p>
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<font face="Verdana" size="4">*developmental* appears in the body CFP, yet the tropes emerging from</font> </p>
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<font face="Verdana" size="4">the narratives of and theory on basic writing reverberate everywhere in</font> </p>
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<font face="Verdana" size="4">it. For example, when we read **our field is fundamentally about the</font> </p>
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<font face="Verdana" size="4">transitions that literacy brings to individual lives and collective</font> </p>
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<font face="Verdana" size="4">destinies* (Anson 2011), we cannot help but think about Mike Rose*s</font> </p>
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<font face="Verdana" size="4">Lives on the Boundary. And **a successful passage can also mean loss:</font> </p>
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<font face="Verdana" size="4">leaving behind one*s culture or language, taking on questionable new</font> </p>
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<font face="Verdana" size="4">roles, or joining exclusionary communities of practice* brings to mind</font> </p>
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<font face="Verdana" size="4">immediately the dialogue between Rodriguez*s The Hunger of Memory and</font> </p>
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<font face="Verdana" size="4">Villanueva*s Bootstraps, while **checkpoints*thresholds that promise a</font> </p>
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<font face="Verdana" size="4">welcome transformation, new state of being, or a journey onward, and</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">borders that can block, reject, and turn away* echoes Bartholomae*s</font> </p>
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<font face="Verdana" size="4">*Inventing the University.* And of course, *How does our field</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">monitor gateways created by others?* raises Shaughnessy*s Errors and</font> </p>
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<font face="Verdana" size="4">Expectations to the foreground.</font> </p>
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<font face="Verdana" size="4">Yet the most recent of those texts was published in 1993*what of basic</font> </p>
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<font face="Verdana" size="4">writing almost two decades later? Perhaps the questions raised by these</font> </p>
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<font face="Verdana" size="4">seminal texts have been fully integrated into discipline writ large and</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">no longer require the *pull-out* or *remediation* of separate,</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">specialized attention? Yet basic skills continues to dominate the</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">cultural and social landscape as a central concern. Public policies</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">focused on everything from financial aid to credit accumulation have</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">become part of a very public discussion about basic skills in general.</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">And, increasingly, foundations like Lumina and Gates have begun to</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">consider the issue of basic skills in higher education. Despite this,</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">those who teach, research, and study basic skills continue to be pushed</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">to the sidelines of discussions about higher education.</font> </p>
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<font face="Verdana" size="4">This workshop will follow up on the Sense of the House motion passed at</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">CCCC 2011 which stated, *Be it resolved that Basic Writing is a vital</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">field and its students and teacher scholars a productive force within</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">composition; is under attack by exclusionary public policies; and</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">therefore must be recognized publicly and supported by CCCC as a</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">conference cluster and with featured sessions.* It will do so by</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">highlighting both the exclusionary forces at work as well as productive</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">responses on local campuses demonstrated through evidence-based</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">practices. This workshop will also provide critical support for basic</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">writing educators by creating networking opportunities to work with</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">faculty from across the United States in a focused, sustained way.</font> </p>
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<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">WORKSHOP OUTLINE</font> </p>
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<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">1. 9-9:20 Welcome/Opening Remarks (Hannah Ashley, Westchester</font> </p>
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<font face="Verdana" size="4">University)</font> </p>
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<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">2. 9:20-9:40 TITLE: CBW*s New Mission as a Response to Exclusionary</font> </p>
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<font face="Verdana" size="4">Public Policies (J. Elizabeth Clark, LaGuardia Community College, CUNY)</font> </p>
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<font face="Verdana" size="4">3. 9:45-10:30 Bruce Horner, TITLE</font> </p>
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<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">This featured presentation will frame the continuing value of basic</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">writing as part of a long tradition in composition studies challenging</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">dominant beliefs about literacy and language abilities, and link basic</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">writing to contemporary concerns about "translingual" approaches to</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">language--with illustrations from scholarship on "error."</font> </p>
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<font face="Verdana" size="4">4. 10:45-12 Basic Writing in Evidence: This featured presentation</font> </p>
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<font face="Verdana" size="4">slot will bring together basic writing educators from around the United</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">States. The participants will be selected by an open call/poster session</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">where local models for success are featured, including but not limited</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">to: preparing and supporting basic writing faculty, technology in the</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">basic writing classroom, new models for basic writing instruction,</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">innovative programs, responding to local challenges and meeting</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">challenges and attacks on basic writing programs.</font> </p>
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<font face="Verdana" size="4">LUNCH BREAK</font> </p>
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<font face="Verdana" size="4">5. 1-3 Accelerated Learning Program as an Evidence-Based Success</font> </p>
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<font face="Verdana" size="4">Model:</font> </p>
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<font face="Verdana" size="4">Peter Adams, Community College of Baltimore County</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">Heidi Johnsen, LaGuardia Community College</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">Michelle Zollars, Patrick Henry Community College</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">Jan Allen, Community College of Baltimore County</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">Nejla Camponeschi, Community College of Baltimore County</font> </p>
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<font face="Verdana" size="4">6. 3:15-4 Smaller working group session</font> </p>
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<font face="Verdana" size="4">Local contexts: This last segment of the day will focus on small group</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">networking, helping basic writing educators to make connections across</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">local contexts. By the end of the session, based on the work of the day</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">and people's interests, we will connect people with similar interests to</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">begin to create a larger structure of support for basic writing</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">instructors outside of the annual CBW Workshop at CCCC.</font> </p>
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<font face="Verdana" size="4">7. 4:00-5:00 Business Meeting</font> </p>
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<font face="Verdana" size="4">For the final part of the day, we will consider the CBW mission</font> </p>
<p style="margin-top: 0; margin-bottom: 0">
<font face="Verdana" size="4">statement and the newly written charter. We will also consider new</font> </p>
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<font face="Verdana" size="4">business.</font> </p>
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